5E-Based Online Activities and English Language Students’ Reading and Listening Performances

Subject Areas : All areas of language and translation

Melissa Vafaeikia ¹ , Seyyedeh Susan Marandi ² , Masood Siyyari ³

1 - Department of English, Science and Research Branch, Islamic Azad University, Tehran, Iran
2 - Department of English, Faculty of Literature, Alzahra University, Tehran, Iran
3 - Department of English, Science and Research Branch, Islamic Azad University, Tehran, Iran

Received: 2022-06-04 Accepted : 2022-09-27 Published : 2024-01-01

Keywords: reading performance, Listening performance, Easyclass, 5E Learning Cycle Model,

Abstract :

Reading and listening skills are regarded as two out of four significant skills in the field of language teaching. However, no valid research was carried out to study the role of the 5E Learning Cycle Model in developing these two receptive skills. Drawing on insight from the 5E Learning Cycle Model, this study aimed to examine the effect of 5E-based online activities on English language students’ reading and listening performances. A sample of 60 adult EFL learners studying in a pre-IELTS course at a private language school participated in the study. The study utilized an experimental method approach to achieve this. Two real samples of listening and reading IELTS tests were used as pre-and post-tests to gather quantitative data. Two sessions before the start of a 12-session pre-IELTS course, learners became familiar with their electronic classroom called Easy class and also received their pre-tests on listening and reading of IELTS. Next, 5E-based online activities were presented to the experimental group participants while the learners in the control group received conventional or non-5E-based instruction. At the end of the semester, learners participated in one extra session to take their post-tests. The independent sample t-test analysis of the quantitative data demonstrated that the employment of 5E-based online activities culminated in the improvement of EFL learners’ listening and reading performances. The findings imply that language teachers, teacher trainers, and material developers can benefit from 5E-based activities to improve language skills among learners.

References:

Alderson, C. J., & Alderson, J. C. (2000). Assessing reading. Cambridge University Press. https://doi.org/https://books.google.com /books?hl=en&lr=&id=XrhcbBr9gLwC &oi=fnd&pg=PR10&dq=Alderson,+J.+C.+(2000).+Assessing+reading.+Cambr idge+University+Press&ots=KKWQijV11G&sig=I9n5nNYS3Jog6RdiXINA2xP7Ypo
Brown, H. D. (2001). Teaching by principles: An approach to language pedagogy. New Jersey. Englewood Cliff.
Brownell, J. (2015). Listening: Attitudes, principles, and skills (Subscription). Routledge. https://doi.org/https://api.taylorfrancis.com/content/books/mono/download?identifier-Name=doi&identifierValue=10.4324/9781315663647&type=googlepdf
Bybee, R. W. (2015). The BSCS 5E instruc-tional model: Creating teachable mo-ments. NSTA Press, National Science Teachers Association Arlington, TX. https://doi.org/http://files.hbe.com.au/in fosheets/NST9044.pdf
Bybee, R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Powell, J. C., Westbrook, A., & Landes, N. (2006). The BSCS 5E instructional model: Origins and effectiveness. Colorado Springs, Co: BSCS, 5, 88-98. https://doi.org/http://fremonths.org/ourpages/auto/2006/9/7/1157653040572/bscs5efullreport2006.pdf
Cleverly, D. (2003). Implementing inquiry-based learning in nursing. Routledge. https://doi.org/https://www.taylorfranciscom/books/mono/10.4324/9780203422755/implementing-inquiry-based-learning-nursing-dankay-cleverly
Cohen, J. (2013). Statistical power analysis for the behavioral Sciences. Book, whole. Hoboken: Taylor and Francis. https://doi.org/https://doi.org/10.4324/9780203771587/
Ermawati, E. (2018). The role of inquiry based learning to improve reading comprehension of EFL students. ELS Journal on Interdisciplinary Studies in Humanities, 1(1), 13-20. https://doi.org/https://dx.doi.org/10.34050/els-jish.v1i1.4192
Hancock, G. R., Mueller, R. O., & Staple-ton, L. M. (2010). The reviewer's guide to quantitative methods in the social sciences. Routledge. https://doi.org/https://www.taylorfrancis.com/books/mono/10.4324/9780203861554/reviewer-guide-quantitative-methods-social-sciences-gregory-hancock-gregory-hancock-ralph-mueller-laura-stapleton-ralph-mueller
Hashemi, A., & Daneshfar, S. (2018). A review of the IELTS test: Focus on validity, reliability, and washback. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 3(1), 39-52. https://doi.org/https://pdfs.semanticscholar.org/0f7f/9dba7d05bcf5db6c0fed744f9645c773e3fe.pdf
Helgesen, M. (2003). Teaching listening. In D. Nunan (Ed.). Practical English language teaching. McGraw-Hill.
Hulin, C., Netemeyer, R., & Cudeck, R. (2001). Can a reliability coefficient be too high? Journal of Consumer Psychology, 10(1/2), 55-58.
Koda, K. (2005). Insights into second lan-guage reading: A cross-linguistic approach. Cambridge University Press. https://doi.org/https://books.google.com/books?hl=en&lr=&id=7GMt91Q1BYUC&oi=fnd&pg=PR11&dq=Koda,+K.+(2005).+Insights+into+second+language+reading.+Cambridge+University+Press.&ots=02KncWM75U&sig=qXtnfSfH--C_KcSQjFoW971_Pgg
Kuhne. (2005). Inquiry-based learning. Canada.
Lee, H.-Y. (2014). Inquiry-based teaching in second and foreign language pedagogy. Journal of language teaching and research, 5(6), 1236-1244. https://doi.org/https://poetcommons.whittier.edu/modlang/2/
Lin, S. (2017). The research on the prob-lems and countermeasures of Easy Class in ideological and political network education-Taking Fujian Normal University as an example. 2nd International Conference on Ju-dicial, Administrative and Humanitar-ian Problems of State Structures and Economic Subjects (JAHP 2017), At-lantis Press.
Marina, K. (2018). The validation process in the IELTS reading component: Reading requirements for preparing international students. Journal of Language and Education, 4(1 (13)), 63-78. https://doi.org/https://cyberleninka.ru/article/n/the-validation-process-in-the-ielts-reading-component-reading-requirements-for-preparing-international-students
Mayyas, M., & Bataineh, R. (2019). Perceived and actual effectiveness of Easyclass in Jordanian EFL tertiary-level students' grammar learning. International Journal of Education and Development using Information and Communication Technology, 15(4), 89-100. https://doi.org/https://eric.ed.gov/?id=EJ1239629
McElvain, C. M., & Smith, H. A. (2016). Curiosité: Inquiry-Based instruction and bilingual learning. Journal of Curriculum and Teaching, 5(2), 63-75. https://doi.org/https://eric.ed.gov/?id=EJ1157562
Mohseni, A., & Satariyan, A. (2017). A brief review: The meeting point of language learning and translation. Journal of Language and Translation, 7(4), 79-84.
Moses, L., Busetti Frevert, R., & Pritchard, R. (2015). Inquiry as ESL: Supporting emerging bilinguals' content and lan-guage development. The Reading Teacher, 68(6), 435-447. https://doi.org/https://ila.onlinelibrary.wileycom/doi/abs/10.1002/trtr.1333
Nearpod. (2022). What is human trafficking? Newsela. Retrieved from
https://nearpod.com/t/english-language-arts/9th/what-is-human-trafficking-L42593328
Partnership for 21st Century Skills. (2015). Framework for 21st Century Learning. https://doi.org/http://www.p21.org/our-work/p21-framework.
Rahmanpanah, H. & Mohseni, A. (2017). Engagement and motivation in EFL classroom: Humanizing the course book or autonomy-supportive teaching climate? Journal of Language and Translation, 7(1), 69 http://ttlt.azad.ac.ir/article_529575.html
Rogers, C. (1951). Client-centered therapy. Houghton Mifflin.
Scarcella, R. C., & Oxford, R. L. (1992). The tapestry of language learning: The individual in the communicative classroom. https://doi.org/http://www.tesl-ej.org/wordpress/issues/volume1/ej03/ej03r20/?wscr
Tuna, A., & Kacar, A. (2013). The effect of 5E learning cycle model in teaching trigonometry on students’ academic achievement and the permanence of their knowledge. International Journal on New Trends in Education and Their Implications, 4(1), 73-87. https://doi.org/https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.470.502&rep=rep1&type=pdf#page=80
Uno, G. (1999). Handbook on teaching undergraduate science courses: A survival training manual. Saunders College Pub.
Van der Graaf, J., Segers, E., & de Jong, T. (2020). Fostering integration of infor-mational texts and virtual labs during inquiry-based learning. Contemporary educational psychology, 62, 101890. https://doi.org/https://www.sciencedirect.com/science/article/pii/S0361476X20300552
Wale, B. D., & Bishaw, K. S. (2020). Effects of using inquiry-based learning on EFL students’ critical thinking skills. Asian-Pacific Journal of Second and Foreign Language Education, 5(1), 1-14. https://doi.org/https://link.springer.com/article/10.1186/s40862-020-00090-2